2004
Volume 52, Issue 1
  • ISSN: 0165-8204
  • E-ISSN: 2667-1573

Abstract

Summary

In the upper grades of Dutch secondary schools pupils who take Greek or Latin are required to read, translate and interpret authentic texts in the original language. As the phase of language acquisition is not completed at this stage, pupils still need to practice the recognition and interpretation of linguistic elements. In addition, they need assignments that invite them to reflect on the use and meaning of specific linguistic elements used in the texts. However, language exercises are not included in commonly used text books. In this article, I propose a way in which teachers can design exercises that meet these goals. I illustrate the design steps by means of one example concerning congruency and stylistics, and a second example concerning verb forms and (non)factuality.

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/content/journals/10.5117/LAM2019.1.009.ADEM
2019-03-01
2022-01-21
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